Pratiche dei bambini nel gestire la rilevanza conversazionale all’interno del gruppo-classe
DOI:
https://doi.org/10.60923/issn.1970-2221/22599Parole chiave:
competenza interazionale dei bambini, interazione nel gruppo-classe, rilevanza/pertinenza, turni metacomunicativi, azioni ludicheAbstract
Questo articolo esamina l’orientamento alla rilevanza/pertinenza discorsiva, ovvero all'interconnessione tra i propri turni di parola e quelli degli interlocutori, da parte di alunni del terzo anno della scuola primaria. Il nostro obiettivo è di far luce su come gli alunni gestiscono la pertinenza e l’intreccio tra questa, la coerenza conversazionale e il topic, nell'ambito dell’organizzazione sequenziale delle interazioni plenarie in classe. Partendo da una panoramica degli studi che, da molteplici prospettive, sono stati dedicati a questi concetti, presentiamo poi i dati interazionali raccolti e l’analisi empirica condotta adottando l’approccio dell’analisi conversazionale. Lo studio evidenzia le pratiche e le risorse messe in atto dagli alunni per tre tipi distinti di azione: 1) mostrare la rilevanza; 2) segnalare l’assenza di rilevanza; 3) giocare all’interno del quadro di rilevanza. In particolare, vengono esaminati la costruzione e le funzioni dei turni metacomunicativi attraverso i quali i bambini tematizzano la rilevanza nei loro contributi o ne spiegano l'assenza, nonché la capacità di costruire azioni ludiche, nel quadro della rilevanza e coerenza sequenziale, e gli effetti che questo genera.
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